Contents

Case Study..................................................................................................................................2

Analysis of Case Study..............................................................................................................3

Impact on Ms. P’s professionalism (as a teacher)..................................................................3

Ms. P’s Actions in light of Kantianism ad Utilitarianism..........................................................4

Kantianism.............................................................................................................................4

Utilitarianism..........................................................................................................................5

Actions that could be taken against Ms. P.................................................................................6

Suspension of teacher from duties.........................................................................................6

Dismissal of teacher from duties............................................................................................6

Bibliography...............................................................................................................................7
Philosophy of Education: Case Study 2

Case Study

After administering the end of year final examinations, a colleague, Miss. P, discloses to you

that several students were struggling with the course content due to online classes. They

sometimes experienced connectivity issues and missed out on teaching and learning time.

Miss. P shares that while attending the sessions to prepare the final papers, she used her

cellular phone to record the discussions and images of the paper. She then returned to her

classes and revised her teaching to ‘better prepare her students for the exam’. With the recent

poor exam results for the school due to the Covid -19 pandemic, the teacher explains that she

was really helping the school to eventually not lose funding or its students.
Philosophy of Education: Case Study 3

Analysis of Case Study

Impact on Ms. P’s professionalism (as a teacher)

Ms. P’s actions may evoke mixed feelings with different individuals depending on the moral

view held. What is an indelible fact, however, is that her actions must have attracted

significant ramifications to her professionalism as a practicing teacher. There are multiple

ethical principles aligned to the teaching profession that the teacher is in breach of. Two of

these ethical principles are outlined in the Jamaica Teacher’s Association “Code of Ethics for

Teachers” Principle 1 – relation to students:

- The teacher does not act in such a manner as might lead his/her students into breaches

of the law nor accepted moral or social codes of behavior.

- The teacher does not engage in actions which disrupt the order, discipline, and work

of the institution in which she is employed.

Summative assessment is done in order to capture data on what students would have achieved

for the entire term or semester. In order to do so, it is important for students not to be made

aware of the specific questions of a summative assessment as it is believed that students who

do well under these conditions must have read widely and performed exceptionally

throughout the whole term and not just know how to do specific questions; hence validating

the results. In the Case of Ms. P, she was by no means permitted to record the questions and

have students study based on those specific questions. This action can therefore be considered

illicit and she has lead students into a breach of the rules and acceptable codes of behavior. In

society, a stigma of unfairness, partiality, crookedness, and criminality is often associated

with illicit acts. The prestige of the teaching profession can therefore be marred if one of its

members is found guilty of such acts. The Code of Ethics tendered by the JTA has purpose to
Philosophy of Education: Case Study 4

uphold the professionalism of the teaching profession, therefore, Ms. P’s breach of this

negatively impacted the profession.

Secondly, part of the teaching profession dictates that teachers have to be exposed to and

properly manage sensitive and confidential information. To perform this task without fail

requires great discipline. The test paper questions are confidential information, so, for Ms. P

to specifically expose the questions to the students show great indiscipline on her part. She

has therefore violated Principle 5 of the JTA Code of Ethics as listed above and is therefore

charged with unprofessional conduct.

Ms. P’s Actions in light of Kantianism ad Utilitarianism.

Kantianism

Kantian Ethics is one moral theory made famous by philosopher Immanuel Kant. He argued

that the supreme principle of morality is a principle of practical rationality that he dubbed the

“Categorical Imperative” (CI). Kant characterized the CI as an objective, rationally necessary

and unconditional principle that we must follow despite any natural desires we may have to

the contrary (Jan, 2022). In simple words, actions that are deemed morally right must be

followed regardless of the circumstances surrounding the action. The same is true for actions

deemed wrong. In the case of Ms. P, she is guilty of misconduct, indiscipline, and

unprofessionalism. A Kantian would say that regardless of the reason as to why committed

these acts, she will never be justified. She has committed an inexcusable ethical wrong with

no hope of reconciliation. Ms. P was evidently, however, not thinking like a Kantian or else

she would never have done what she did.

Utilitarianism

One major advocate for the moral principle of utility is the modern philosopher John Stuart-

Mill. Utilitarianism is a theory of morality that advocates actions that foster happiness or

pleasure and oppose actions that cause unhappiness or harm. (CARLA TARDI, 2021). In

other words, the result of an action determines whether the action was good or bad. It is

evident from the case study that Ms. P’s intentions were noble even if her method of

achieving her intentions was scuffling. When Kantians would condemn her, utilitarians

would say she has done no wrong because to save her students’ grades and the reputation of

her workplace lead to more happiness than concealing the question would have; that scenario

would have led to student failure and the tarnishing of an entire school’s reputation.

Evidently, Ms P was thinking like a utilitarian.

Actions that could be taken against Ms. P

According to article 55 – page 32 of the Education Act, “a teacher in a public educational

institution may have disciplinary action taken against him/her for (g) such conduct as may

amount to professional misconduct.” As proven earlier, Ms. P has participated in professional

misconduct. As such, she is liable to have disciplinary actions taken against her. The

disciplinary actions that cpuld be taken against her include suspension from duties as a

teacher and/or Dismissal of a teacher by the board.

Suspension of teacher from duties

For Ms P to be suspended, the minister may, on the recommendation of the Board of the

institution, withhold such portion of her salary not exceeding one-fourth as is determined by

the Minister. During which time a full investigation can take place and if Ms P is not found

guilty of her charges, she is entitled to the full pay that was beforehand withheld. This is the

approach a utilitarian may take which is not so harsh so as to give some credit for the fact that

she acted in a way for what she considered the greater good.

Dismissal of teacher from duties

For Ms P to be dismissed she ought to have been brought before a hearing regarding her

conduct, the board may then decide to terminate the appointment and submit the records of

their action to the ministry with a notice of termination of employment. This is more of what

Kantians would do so as to send a strong message that her actions were wrong and worthy of

harsh punishment regardless of the reason behind performing the action.

Code of ethics

As mentioned above, the JTA code of ethics specifically stated that “the teacher does not

engage in actions which disrupt the order, discipline, and work of the institution in which she

is employed.” Her actions have lasting implecations on all teacher in the profession and if this
Philosophy of Education: Case Study 7

level of punishment is not enacted, it would seem like an accepted for of behavior rather than

one shunned by the professions.

Bibliography

CARLA TARDI, E. E. (2021, September 20). Utilitarianism. Retrieved from Investopedia

Website: https://www.investopedia.com/terms/u/utilitarianism.asp

Jamaica Teacher's Association . (2022). Governance . Retrieved from JTA Website:

http://www.jta.org.jm/content/governance-0

Jan, F. (2022, February 21). Kant’s Moral Philosophy. Retrieved from Stanford Encyclopedia

of Philosophy: https://accounts.google.com/b/0/AddMailService